“How will I get them to behave?”: Pre service teachers reflect on classroom management

Stoughton, Edy Hammond

doi:10.1016/j.tate.2006.05.001

Cited by 117 publications

(78 citation statements)

References 15 publications

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“…On the other hand, it would be profitable to better analyze the quality of teacher-student interactions. The teacher students who tested themselves as teachers by participating in this study, although they were monitored regularly and were given feedback from their teacher educators, showed a large amount of variability in the quality of their actions in the classroom and their interactions with the students (Stoughton, 2007). We are in the process of intensively investigating the impact of this level in our current research.…”

Section: Resultsmentioning

confidence: 99%

Social Learning and Rational-Emotive Education: An Exploratory Investigation of Students’ Perspective

Steins¹,

Haep²

2015

PSYCH

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There is no doubt about the relevance of social learning from the perspective of many groups of adults, such as teachers and researchers. However, do students share this evaluation, especially if students are socially disadvantaged? The current study explored whether rational-emotive education (REE) was a suitable concept for social learning with disadvantaged students and what to consider when students' perspective was involved. Mixed methods were used. Social problem solving was explored with a pre-post design in three groups (Social learning Treatment, Control, and Follow-Up: Social learning Treatment after one year) of 239 seventh and eighth graders. The attitudes of the students in the Treatment Group toward the usefulness of social learning played a crucial role in social problem solving. The reasons for the variance in students' attitudes were subjected to a content analysis. A key finding was that students expected more entertainment and less formal education so that more effort was needed to motivate students at the beginning of a curriculum. In addition, most students appreciated the opportunity to learn a self-technology such as rational-emotive behavior therapy (REBT) as core element of REE.

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Section: Resultsmentioning

confidence: 99%

Social Learning and Rational-Emotive Education: An Exploratory Investigation of Students’ Perspective

Steins¹,

Haep²

2015

PSYCH

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“…Bununla beraber tükenmişlik profili için ise diğer iki gruptan aldığı puan daha düşüktür. En genç yaş grubundaki (21-30 yaş) öğretmenlerin diğer yaş grubundaki öğretmenlere göre daha fazla tükenmiş sınıf yönetimi profiline sahip oldukları görülmüştür.. Sınıf yönetiminde daha çok genç öğretmenlerin sorun yaşadığını (Evertson ve Weinstein, 2006;Merrett ve Wheldall, 2003;Ritter ve Hancock, 2007;Rosas ve West, 2009;Stoughton, 2007) belirten çalışmalar mevcut bulguyu destekler niteliktedir. Bunun yanında, mevcut bulgunun yaşı büyük öğretmenlerin öğrencilerini öğrenmeye karşı motive eden sınıf ortamı sunabileceklerini belirten (örn: Mansfield ve Volet, 2010) çalışmalarla desteklenebileceği söylenebilir.…”

Section: Tartişma Ve Sonuçunclassified

“…Yaş aralığı küçük gruptaki öğretmenlerin puanlarının tükenmiş profilde en yüksek puana sahip oldukları görülmüştür. Sınıf yönetiminde daha çok yaşı küçük öğretmenlerin sorun yaşadığını (Evertson ve Weinstein, 2006;Merrett ve Wheldall, 2003;Ritter ve Hancock, 2007;Rosas ve West, 2009;Stoughton, 2007) belirten çalışmalarla mevcut bulguların desteklenebileceği söylenebilir. Bunun yanında, yaşı büyük öğretmenlerin öğrencilerini öğrenmeye karşı motive eden sınıf ortamı sunabileceklerini belirten çalışmaların (Mansfield ve Volet, 2010) mevcut bulguları desteklediğini söyleyebiliriz.…”

Section: Tartişma Ve Sonuçunclassified

Bağlanma Boyutları ,Sınıf Yönetimi Profilleri ve Öğretmen-Aile Arasındaki İlişkilerin İncelenmesi1

Ata¹

2016

İlköğretim Online

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ÖZ. Bu araştırmanın amacı, okul öncesi öğretmenlerinin bağlanma boyutları ile sınıf yönetimi profilleri ve annelerin öğretmenle olan ilişkilerine bakış açıları arasındaki ilişkinin incelenmesidir. 230 okul öncesi öğretmeni ve bu öğretmenlerin sınıflarında çocuğu bulunan 230 anneyle gerçekleştirilen çalışmada Kişisel Bilgi Formu, Yakın İlişkiler Envanteri II, Sınıf Yönetimi Profilleri Anketi, Aile Öğretmen İletişim ve İşbirliği Ölçeği (AÖİİÖ) kullanılmıştır Araştırma sonuçlarına göre öğretmenlere ait bağlanma kaygısının sınıf yönetiminde tükenmiş; bağlanma kaçınmasının ise ilgili sınıf yönetimi profili ile anlamlı ve pozitif bir ilişkisi olduğu bulunmuştur. Öğretmenlerin bağlanma kaygısı ile annelerin ailelerle kurulan iletişim ve işbirliğine ilişkin öğretmen algılarından beklentiler, işbirliği ve katılım boyutları arasında negatif ilişkileri olduğu görülürken; öğretmenlerin bağlanma kaçınmasına yönelik herhangi bir ilişki bulunmamıştır. Hoşgörülü dışındaki diğer sınıf yönetimi profilleri ile annelerin öğretmenle olan ilişkilerine bakış açıları arasında pozitif ilişki bulunmuştur. Elde edilen bulgular ilgili literatür ışığında tartışılmıştır. Anahtar Kelimeler. Bağlanma Kaygısı, Bağlanma Kaçınması, Sınıf Yönetimi, Öğretmen-Aile İlişkisi ABSTRACT. The aim of this study was to investigate the relationship among attachment dimensions, classroom management profiles of preschool teachers and viewpoint of mothers regarding their relations with teachers. The sample of this study consists of 230 preschool teachers and 230 mothers with preschool aged children who attend preschool classroom The data was obtained by Experiences in Close Relationships-Revised (ECR-R), Classroom Management Profiles, and Teacher, and Family Communication and Cooperation (families form). According to the results of this study, attachment anxiety positively related to exhausted classroom management profile. Attachment avoidance positively related to caring classroom management profile. There was a negative relationships between attachment anxiety (not avoidance) and viewpoint of mothers regarding relation with teachers. Classroom management profiles (except tolerant) positively related to viewpoint of mothers regarding their relations with teachers. The results was discussed in the light of the literature. Keywords. Attachment Anxiety, Attachment Avoidance, Classroom Management, Teacher and Family Relationship SUMMARY Purpose and Significance: Attachment theory is regarded as a critical element for understanding interpersonal relationships. In recent years there is a growing body of evidence that suggests attachment theory may explain behaviours and relationships of workers in the workplace (e.g., Littman-Ovadia, Oren and Lavy, 2013). However, these researches have been limited in educational settings. Finding out the relationship among attachment dimensions (attachment anxiety and attachment avoidance), classroom management profiles (tolerant, exhausted, caring, inflexible and democratic) and viewpoint of mothers regarding their relations (comm...

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“…Before deciding which management strategies to apply, teachers could first try to understand why students are practicing this kind of behavior (Stoughton, 2006). Recognizing how disruptive students think can help teachers decide on which management strategies to apply in order to deal with disruptive students (Ding et al, 2008).…”

Section: Teachers' Selection Of Management Strategies and Disruptive mentioning

confidence: 99%

Strategies for appropriate and helpful teacher response to stressful situations caused by disruptive students in the classroom

Jakupi¹,

Radosavlevikj²,

Matoska³

2015

JFLTAL

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Whether you have been teaching for 20 years or have just started your teaching career, there's always a possibility you will have a student in your classroom with disruptive behavior. This behavior can go beyond the limits of what is considered to be acceptable in a learning environment. An obvious example of disruptive behavior is when the student verbally attacks, is late for class, experiences angry outbursts, social problems, etc. or simply rebels against something that is happening beyond the classroom door. However, very rarely are we, as teachers, aware of the possibility that the student might be having a mental health crisis. We, the Language Centre at South East European University, have encountered various stressful situations, while at the same time we struggle for balance and try to find appropriate responses for students' complaints about grades, "unfair" treatment, the policy of the faculty, etc. In an effort to resolve this dilemma, we will conduct research within the Language Centre through interviews with the academic and administrative staff as well as the students and their supervisors. In our presentation, we will present several strategies to deal with stressful situations that affect the entire learning environment, including the teachers themselves, such as: defining the problem, the reason behind it, the time of occurrence, its impact, introducing meta-communication and early communication by setting early expectations, ways to stay calm when responding to a crisis event and setting limits. We will also explore basic principles related to classroom management and a variety of strategies for early intervention in order to create a dynamic learning environment that promotes learning safety.

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“How will I get them to behave?”: Pre service teachers reflect on classroom management

Cited by 117 publications

References 15 publications

Social Learning and Rational-Emotive Education: An Exploratory Investigation of Students’ Perspective

Social Learning and Rational-Emotive Education: An Exploratory Investigation of Students’ Perspective

Bağlanma Boyutları ,Sınıf Yönetimi Profilleri ve Öğretmen-Aile Arasındaki İlişkilerin İncelenmesi1

Strategies for appropriate and helpful teacher response to stressful situations caused by disruptive students in the classroom

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